Unit 12 What did you do last weekend？ Section B 2a—2c 表格式教学设计

教学设计
课程基本信息
课题 Unit 12 What did you do last weekend (SectionB 2a-2c)
教学目标
语言能力： ①通过阅读文章获取文章大意，掌握新单词和短语，surprise, snake, shout to,wake up等单词和短语。 ②掌握阅读技能predicting和using the mind map，进而提升阅读理解能力。 思维品质： ①通过创设问题链，对文章进行评论并推断写作目的，训练学生的批判性思维能力。 ②通过该语篇的学习，讨论自己处于危险中该怎样做，从而提升学生迁移创新性思维能力。 学习能力： 通过微课观看学习，进行思考，提升自主学习能力及解决问题的能力。
教学内容
教学重点： 1. 通过阅读文章掌握新单词和短语。
2. 通过阅读文本提升阅读技能predicting和using the mind map。
教学难点： 1. 通过阅读文章掌握新的语言点。
2. 通过思考问题训练提升学生的批判性思维和迁移创新性思维。
教学过程
Step 1: Warming up and leading in Free talk: What animals are you afraid of And why S:I am afraid of ..., because they are .... When you see scary animals, what will you do Guess: What animal am I afraid of 设计意图：激活话题，引起学生学习兴趣，同时通过此情景引出新单词shout, scared, so...that...为扫清阅读障碍。 Step 2: Reading Pre-reading: Predict: Predict what the passage talks about according to the picture and title. Tip:The title and the picture are very useful for us to predict what the passage is about. 设计意图：读前先预测文章大意，降低阅读难度，同时训练predicting这一阅读技能。 While-reading: Scanning: Where did Lisa go Why How was her weekend Which paragraph shows the weekend was interesting Which paragraph shows the weekend was scary 设计意图：先速读，理解标题，了解文章整理大意，从整体结构上知道第一段是总述Lisa’s weekend was interesting but scary。通过追问的方式让学生理解文章整体结构框架，进行up-down式的阅读。 Careful reading: Supporting details suppport the topic sentences. Read the passage and try to find out the supporting details. Para.2 Lisa’s interesting weekend Read it carefully and complete the mind map. How interesting was Lisa’s weekend What did they do in India What did they do after getting there Why they made a fire What happened on the first night Tip: A mind map may help us know the passage better and clearly. Para.3 Lisa’s scary weekend Read paragraph 3 and answer questions. What happend on the second day What was the surprise Can you guess How did Lisa feel What will you do if you see a big snake What did Lisa’s father do Was it helpful Why did Lisa’s father jump up and down What do you think of Lisa’s father 设计意图：在细读过程中，逐段阅读，一一分析文本，对于较为简单的第一段，可以让学生阅读设问的方式更加了解文本内容，第二段采用完成思维导图的方式，第三段通过回答问题，每一段通过不同的形式去阅读去理解文本，从而提升阅读能力。 Post-reading: Retell: Put the phrases in order and retell Lisa’s weekend according to these pictures. What helps you decide the order of the phrases In what order is the passage organized Tip: When we describe our past experience, it is very important and useful to describe it in time order. 设计意图：通过完成课本上2c这个任务，通过寻找文中时间词，及动作的先后顺序，学生能理解到写记叙文时应采用时间顺序进行描述。 Further thinking: How did Lisa’s feelings change Why did Lisa write this passage What do you learn from this text 设计意图：读后设计why这个问题引导学生对写作意图的思考，从而训练学生的批判性思维。同时进行迁移设置问题思考，你面对这类情况会怎样做，提升学生的迁移创新性思维。 Step4: Homework Must do: Share Lisa’s weekend and your unforgettable weekend with others. Can do: Search more useful ways on the Internet in face of snakes.